Module: EDU6108-20 Learning in Science

Level: 6

Credit Value: 20

Module Tutor: Kendra McMahon

Module Tutor Contact Details: K.McMahon@bathspa.ac.uk

1. Brief description and aims of module:

The module will consider how teaching can support children in being ‘minds-on’ as well as ‘hands-on.’ Teaching on the module will include practical activities for students to engage with, and support their own understanding of science.  This is a module for those who do not yet feel comfortable with science as well as those who do. Science is a core subject in the English Primary National Curriculum and this module will support those of you going into teaching.

Some aspects of learning science present particular challenges; science concepts may seem different from ‘everyday’ ways of thinking about the world or seem to be conflict with learner’s cultural identity. Through the module students will consider how approaches to teaching can help children learn different aspects of science.

This module will consider our understanding of the nature of science as a domain of knowledge with  ‘distinct ways of knowing, understanding, enquiring and making sense which include processes of enquiry, modes of explanation and criteria for verification’ (Alexander 2009;16). The module will take a critical look at science in the curriculum, questioning the aims of science education and examining the content of science curricula in the UK and internationally. We will also consider why some groups are underrepresented in science and what role education plays in this.

For those who have a BSU DBS certificate there will be an opportunity for you to visit a primary school to find out at first-hand what ideas a small group of children have about an area of science. Those without a DBS certificate can draw instead on your own experiences of science in school and those of fellow students.

2. Outline syllabus

‘What exactly is science anyway?’ Understanding the nature of Science – the relationship between Ideas and evidence. Scientific knowledge as contested and tentative- exploring examples.

'Science is all about hands-on learning! Constructivist and sociocultural theories of children’s learning in science, The role of enquiry in children’s learning in science; children’s ideas in science; Language and learning science;

‘Why is physics so hard?  Can I teach evolution in a Christian school?’ Analysing the ‘learning demand’ of specific conceptual curriculum content in relation to cultural contexts and identifying relevant pedagogical content knowledge.

'Why do famous scientists seem to be white men?'  Challenging stereotypes of scientists and considering who does science now.

‘Science- it’s not for me.’ Critical analysis of the aims of science education – inclusive and exclusive views,  international comparisons of science curricula; 

‘I don’t need science to make my phone work!’ The relationship between science and technology;

'Do we have to write it up?', Assessing children’s learning in science including international comparisons.

3. Teaching and learning activities

The sessions will consist of a fluid blend of lecture-style tutor led presentation, seminar discussion and hands- on practical workshops, varied to best address the content of each session. Students will be expected to contribute to sessions and learn from each other.

There will be the option of a school visit for students with DBS and where timetabling permits we will visit a local Science Centre, such as At-Bristol, to consider learning beyond school.

Assessment Item 1:

• Assessment Type: CW

• Description:  Essay (2500 words)

• % Weighting: 50

Assessment Item 2:

• Assessment Type: CW

• Description: Group Presentation (2,500 word equivalent)

• % Weighting: 50